http://www.mywebspiration.com/launch.php This takes me to the Webspiration homepage but not to your web. Does this mean students will use Webspiration for their brainstorms???
Template for Collaborative Lesson Plan – A. 4.2
Follow this lesson plan template. Keep the template text in bold font. Add your information in regular font.
||
PurposeThe purpose of this lesson is to show the children how sensory images add to personal narrative writings.
ObjectivesThe objective of this lesson is to heighten sensory images during the writing process.
I would amend this slightly: The objectives of this lesson are to: 1. Use sensory images to increase reading/listening comprehension. 2. Apply sensory images to develop more effective writing. (It is important to keep comprehension in your objectives since that is the strategy you are teaching.)
Resources, Materials, and Equipment
Children’s Literature
Into the Sea by Brenda Z. Guiberson
Sensory Image Sound:
Night in the Country by Cynthia Rylant Sensory Image Sound:
The Relatives Came by Cynthia Rylant Sensory Image Sound:
When Lightening Comes in a Jar by Patricia Polacco Sensory Image Sound:
Train Song by Diane Siebert
Sensory Image Sound:
Brava! These clips are fabulous and provide exemplary examples for students and you cited them, too. ;-)
Graphic Organizers - The rubrics and checklist focus too much on conventions (grammar, spelling) and do not capture the detail on the graphic organizer. I would make a category for each of the senses and ask students to provide examples of figurative language in each category as a measure of how the applied their knowledge of sensory images as a comprehension strategy in their writing. i would also add a criterion related to visualization, your main research-based instructional strategy.
Equipment Projection system for showing images and playing sounds, showing graphic organizer example, and introducing the rubric; a classroom set of computers (computer lab or laptop cart) Be sure to check that the sound is working and is loud enough on your projection system. (I have made that mistake too many times...)
Collaboration The collaboration between the school librarian and teacher started one day during lunch. The two educators decided to work on a sensory image lesson together. They thought that together they would be able to reach more students and help them with their writing skills.
This should be a description of the collaborative teaching that will take place during the lesson. Please see A.3.3 and the examples in CS4TRC.
Assessment The children will write a personal narrative about an event in their life using sensory images to help install the environment where the story took place.The students will write their story and use the checklist as they reread what they have written to make sure that all content is in their writing. Then, each partner will have a rubric to fill out as they read their partner's story. The writer will go back and correct or rewrite any parts of the story that need to be reworked. Additionally, students and educators will maintain a wiki page dedicated to figurative language, introduced in the extension portion of the lesson. Attached is a checklist for use in assessing wiki posts.
This checklist is related to the extension rather than the lesson itself. Still, I would break it down by sense type.
Standards
AASL Reading Standard:
4.1.1 Read, view, and listen for pleasure and for personal growth.
American Association of School Librarians Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills: 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2 Dispositions in Action: 2.2.4 Demonstrate personal productivity by completing products to express learning 2.3 Responsibilities: 2.3.1 Connect understanding to the real world.
Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. Self-Assessment Strategies: 3.4.2 Assess the quality and effectiveness of the learning product.
Standard 4: Pursue personal and aesthetic growth. 4.1 Skills: 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.6 Organize personal knowledge in a way that can be called upon easily.
TEKS Reading and/or writing -Excellent selections Reading and Language Arts 4.10 Reading/comprehension.The student comprehends selections using a variety of strategies. The student is expected to: (A) use his/her own knowledge and experience to comprehend (D) describe mental images that text descriptions evoke (G) paraphrase and summarize text to recall, inform, and organize ideas (4-8); Writing 4.15 Writing/purposes. The student writes for a variety of audiences and purposes, and in a variety of forms. The student is expected to: (E) exhibit an identifiable voice in personal narratives and in stories (4-5); and (F) choose the appropriate form for his/her own purpose for writing, including journals, letters, reviews, poems, narratives, and instructions (4-5). Other content areas Art 4.1 Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) communicate ideas about self, family, school, and community, using sensory knowledge and life experiences; Listening/Speaking Listening/speaking/purposes 4.1. The student listens actively and purposefully in a variety of settings. The student is expected to: (A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8); Listening/speaking/culture 4.4. The student listens and speaks both to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) connect his/her own experiences, information, insights, and ideas with those of others through speaking and listening (4- Information literacy Writing/inquiry/research. 4.21 The student uses writing as a tool for learning and research. The student is expected to: (C) take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches (E) present information in various forms using available technology
Educational technology
Both educators and all students will participate in a classroom wiki relating to figurative language. They will post examples they have heard or read in their daily lives. They will also post questions if they would like help finding a good way to express something in a more descriptive manner - classmates can give feedback on their ideas or suggest ideas. The librarian can explain what a WIKI is and how we will be using a WIKI to help share what we have learned as we progress in writing personal narratives and how sensory images improve writings.
Students will use graphic organizers that have been created for them to use and create graphic organizers to make sense of the examples of figurative language imagery they want to use in their writing.
Implementation
Process Motivation To begin the lesson, one educator will play various audio clips of sounds and will show various images. The other educator will model visualization techniques. The incorporation of sounds and images will draw the students into the lesson and motivate them.
Excellent modeling and use of two educators. This is an effective use of multimedia grabs kids' attention. Brava!
This should be part of the presentation. See my note below about modeling. Additionally, the educators will prompt the students to see how descriptive they can be in their graphic organizers and their writing. They will challenge students to see if they can use figurative language for each of the five senses in their essays. The two educators will be able to work together to model and interact with the student. Each educator will be able to hook them in different ways with the different teaching styles.
Student-friendly Objectives Create a graphic organizer with figurative language ideas. (Complete or fill-out rather than "create.") Write a narrative essay using figurative language. Work in pairs to edit your partner's work.
Presentation -Educators need to model this, including notemaking since it is one of your research-based instructional strategies.You should continue to stress visualization in this section also. Will students also be using the actual books as well as the audio clips to complete their graphic organizers? You can take books into the computer lab!
After the images and audio clips have been presented, students will each create a web-based graphic organizer that will help them sort out examples of figurative language for smells, sounds, tastes, feelings, and sights. This portion of the lesson will take place in a computer lab or other environment that has a class set of computers for use.
Students will begin their graphic organizer with their chosen topic for their essay and will brainstorm ideas of figurative language to include in the organizer. They can come up with ideas that might be valuable for the class WIKI page while they are brainstorming. The educators need to conduct a brainstorm and give students ideas for topics and related figurative language as examples.
This may be done individually or in partners.
Once the graphic organizers are complete, students will begin writing their narrative essay, using the ideas they wrote on their organizers.
Student Participation Procedures or Student Practice Procedures
Think about ways you can describe a sight, a sound, a taste, a smell, or a feeling.
Choose a topic for your next essay.
Create a mind map (graphic organizer) with examples of ways you can use figurative language relating to your topic.
When you feel ready to use your figurative language examples, write your narrative essay using some or all of the ideas on your mind map.
Add ideas to the class WIKI as they come up in your thoughts and writings. These might be able to help others in your class, including the teacher!
Guided Practice - Effective use of two educators As students create their graphic organizers and write their essays, the educators will circulate throughout the room, stopping to conference individually with students and guide them through the process of generating ideas for figurative language. The educators will informally assess students' understanding of the objectives during these conferences. Because there are two educators, students will receive more individualized attention from a teacher.
Closure - To make this a more effective use of two educators, divide the class in half. This also gives students more opportunities to participate. Ask individual students to share their topic and at least one example of figurative language with the class. After each example, ask the class to help the student think of another good example of figurative language for that topic.
Reflection - Effective reflection questions - directly related to the learning objectives How does figurative language help our writing more exciting? How will our use of figurative language help our readers understand what our essay is about? How will it affect their enjoyment of the story? How did it help us during the writing process? In what ways can we use figurative language when writing persuasive or informative essays?
Extensions(Moreillon 15) - Brava for the ongoing nature of the extension... Your wiki checklist will be helpful here. Introduce the figurative language wiki page. Discuss wikis if students have no experience with them. Show some examples on a projector and brainstorm ways that this wiki page can be used. Students and educators will participate in a wiki page dedicated to figurative language. The wiki will be introduced as part of this lesson's extension, but will be continued throughout the school year to allow all participants to ask for suggestions of figurative language, provide feedback to each other, and share good examples of imagery they have used or found.
Link to our Webspiration
http://www.mywebspiration.com/launch.phpThis takes me to the Webspiration homepage but not to your web. Does this mean students will use Webspiration for their brainstorms???
||
Planning
- Reading Development Level Advanced
- Instructional Strategies Visualization techniques, Figurative Language, Notemaking
- Lesson Length 2 days of 55 minutes lessons.
- Purpose The purpose of this lesson is to show the children how sensory images add to personal narrative writings.
- Objectives The objective of this lesson is to heighten sensory images during the writing process.
- I would amend this slightly: The objectives of this lesson are to: 1. Use sensory images to increase reading/listening comprehension. 2. Apply sensory images to develop more effective writing. (It is important to keep comprehension in your objectives since that is the strategy you are teaching.)
- Resources, Materials, and Equipment
Children’s LiteratureReading Comprehension Strategy Sensory Images
Into the Sea by Brenda Z. Guiberson
Sensory Image Sound:Night in the Country by Cynthia Rylant
Sensory Image Sound:
The Relatives Came by Cynthia Rylant
Sensory Image Sound:
When Lightening Comes in a Jar by Patricia Polacco
Sensory Image Sound:
Train Song by Diane Siebert
Sensory Image Sound:Brava! These clips are fabulous and provide exemplary examples for students and you cited them, too. ;-)
Websites
http://www.wikispaces.com
??? To collect figurative language...
Graphic Organizers - The rubrics and checklist focus too much on conventions (grammar, spelling) and do not capture the detail on the graphic organizer. I would make a category for each of the senses and ask students to provide examples of figurative language in each category as a measure of how the applied their knowledge of sensory images as a comprehension strategy in their writing. i would also add a criterion related to visualization, your main research-based instructional strategy.
Materials
- images
- graphic organizers
- rubrics
- recordings of sounds
EquipmentProjection system for showing images and playing sounds, showing graphic organizer example, and introducing the rubric; a classroom set of computers (computer lab or laptop cart) Be sure to check that the sound is working and is loud enough on your projection system. (I have made that mistake too many times...)
Collaboration
The collaboration between the school librarian and teacher started one day during lunch. The two educators decided to work on a sensory image lesson together. They thought that together they would be able to reach more students and help them with their writing skills.
This should be a description of the collaborative teaching that will take place during the lesson. Please see A.3.3 and the examples in CS4TRC.
Assessment
The children will write a personal narrative about an event in their life using sensory images to help install the environment where the story took place.The students will write their story and use the checklist as they reread what they have written to make sure that all content is in their writing. Then, each partner will have a rubric to fill out as they read their partner's story. The writer will go back and correct or rewrite any parts of the story that need to be reworked. Additionally, students and educators will maintain a wiki page dedicated to figurative language, introduced in the extension portion of the lesson. Attached is a checklist for use in assessing wiki posts.
This checklist is related to the extension rather than the lesson itself. Still, I would break it down by sense type.
Standards
AASL Reading Standard:
4.1.1 Read, view, and listen for pleasure and for personal growth.American Association of School Librarians
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1 Skills:
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
2.2 Dispositions in Action:
2.2.4 Demonstrate personal productivity by completing products to express learning
2.3 Responsibilities:
2.3.1 Connect understanding to the real world.
Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.
Self-Assessment Strategies:
3.4.2 Assess the quality and effectiveness of the learning product.
Standard 4: Pursue personal and aesthetic growth.
4.1 Skills:
4.1.1 Read, view, and listen for pleasure and personal growth.
4.1.6 Organize personal knowledge in a way that can be called upon easily.
TEKS
Reading and/or writing - Excellent selections
Reading and Language Arts 4.10 Reading/comprehension.The student comprehends selections using a variety of strategies. The student is expected to:
(A) use his/her own knowledge and experience to comprehend
(D) describe mental images that text descriptions evoke
(G) paraphrase and summarize text to recall, inform, and organize ideas (4-8);
Writing 4.15 Writing/purposes. The student writes for a variety of audiences and purposes, and in a variety of forms. The student is expected to:
(E) exhibit an identifiable voice in personal narratives and in stories (4-5); and
(F) choose the appropriate form for his/her own purpose for writing, including journals, letters, reviews, poems, narratives, and instructions (4-5).
Other content areas
Art 4.1 Perception. The student develops and organizes ideas from the environment. The student is expected to:
(A) communicate ideas about self, family, school, and community, using sensory knowledge and life experiences;
Listening/Speaking
Listening/speaking/purposes 4.1. The student listens actively and purposefully in a variety of settings. The student is expected to:
(A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8);
Listening/speaking/culture 4.4. The student listens and speaks both to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:
(A) connect his/her own experiences, information, insights, and ideas with those of others through speaking and listening (4-
Information literacy
Writing/inquiry/research. 4.21 The student uses writing as a tool for learning and research. The student is expected to:
(C) take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches
(E) present information in various forms using available technology
Educational technology
Implementation
ProcessMotivation
To begin the lesson, one educator will play various audio clips of sounds and will show various images. The other educator will model visualization techniques. The incorporation of sounds and images will draw the students into the lesson and motivate them.
Excellent modeling and use of two educators. This is an effective use of multimedia grabs kids' attention. Brava!
This should be part of the presentation. See my note below about modeling.
Additionally, the educators will prompt the students to see how descriptive they can be in their graphic organizers and their writing. They will challenge students to see if they can use figurative language for each of the five senses in their essays. The two educators will be able to work together to model and interact with the student. Each educator will be able to hook them in different ways with the different teaching styles.
Student-friendly Objectives
Create a graphic organizer with figurative language ideas. (Complete or fill-out rather than "create.")
Write a narrative essay using figurative language.
Work in pairs to edit your partner's work.
Presentation - Educators need to model this, including notemaking since it is one of your research-based instructional strategies. You should continue to stress visualization in this section also. Will students also be using the actual books as well as the audio clips to complete their graphic organizers? You can take books into the computer lab!
Student Participation Procedures or Student Practice Procedures
Guided Practice - Effective use of two educators
As students create their graphic organizers and write their essays, the educators will circulate throughout the room, stopping to conference individually with students and guide them through the process of generating ideas for figurative language. The educators will informally assess students' understanding of the objectives during these conferences. Because there are two educators, students will receive more individualized attention from a teacher.
Closure - To make this a more effective use of two educators, divide the class in half. This also gives students more opportunities to participate.
Ask individual students to share their topic and at least one example of figurative language with the class. After each example, ask the class to help the student think of another good example of figurative language for that topic.
Reflection - Effective reflection questions - directly related to the learning objectives
How does figurative language help our writing more exciting? How will our use of figurative language help our readers understand what our essay is about? How will it affect their enjoyment of the story? How did it help us during the writing process? In what ways can we use figurative language when writing persuasive or informative essays?
Extensions (Moreillon 15) - Brava for the ongoing nature of the extension... Your wiki checklist will be helpful here.
Introduce the figurative language wiki page. Discuss wikis if students have no experience with them. Show some examples on a projector and brainstorm ways that this wiki page can be used. Students and educators will participate in a wiki page dedicated to figurative language. The wiki will be introduced as part of this lesson's extension, but will be continued throughout the school year to allow all participants to ask for suggestions of figurative language, provide feedback to each other, and share good examples of imagery they have used or found.
Works Cited:
"Bird Sings in the Morning, With Cars in the Background." PDSounds. Web. 20 Nov 2010. <http://www.pdsounds.org/sounds/bird_sings_in_the_morning_with_cars_in_the_background>.
"Complete Train Ride." PDSounds. Web. 28 Nov 2010. <http://www.pdsounds.org/sounds/complete_train_ride_4_minutes>.
"Group-Discussion." PDSounds. Web. 20 Nov 2010. <http://www.pdsounds.org/tag/talking>.
"Ocean Edge." Shockwave-Sound. Web. 14 Nov 2010. <http://www.shockwave-sound.com/sound-effects/ocean_sounds.php>.
"Storm, Thunderbolt." PDSounds. Web. 20 Nov 2010.<http://www.pdsounds.org/sounds/storm_thunderbolts>.
Moreillon, J. Collaborative strategies for teaching reading comprehension: Maximizing your impact. Chicago: ALA Editions, 2007.